What is the situation of Diversity in the current Teaching Force in America?

Below is an excerpt from the article  “A Call to Action: Assessment of Diversity in America’s Teaching Force” about suggestions for increasing diversity in the teaching force of America.

They suggest more teacher education about diversity and cultural competence, and incorporating this effectively into both the classroom and the instructional planning. They suggest both more teachers of color, and more teacher education about diversity. They suggest examining teachers and content areas to find areas that need improvement.

The Collaborative believes that:
■ Diversity and cultural competence are key factors
in improving the quality of America’s teaching
■ The issues of teacher diversity and cultural com-
petence must be infused into state and national
education policy agendas.
■ Teachers of color and culturally competent teach-
ers must be actively recruited and supported.
■ Barriers for candidates of color across the teacher
development continuum must be identified and
■ Institutional resources to meet the growing need
for teachers of color must be increased.
■ Toxic institutional and program practices—
including institutional and individual racism—in
schools and colleges must be eliminated.
■ Highly qualified teachers must be equitably dis-
tributed to ensure that students in high-poverty
and high-minority schools receive their fair share
of the best and experienced teachers.

To do this, significantly greater resources need to be tar-
geted to the recruitment, preparation, and support of a
teaching cadre that is fully qualified, ethnically diverse,
and culturally competent. Although the members of the
Collaborative recognize that there is no “one-size-fits-
all” solution, the following recommendations are a
major step toward addressing this problem.
Federal, state, and local governments should

■ enact more legislation to increase and support the
number of teachers of color both in the pipeline
and in the classroom.
■ provide additional, meaningful resources and
financial support to programs that result in the
successful recruitment and training of teachers of
■ create policies to strengthen professional develop-
ment programs for public school teachers in high-
poverty, high-minority areas, with particular
emphasis on cultural competency and mentoring.
■ examine trends in teacher performance within
different content areas.
■ ensure that future teachers are trained with a
solid, substantive curriculum, particularly in the
social foundations of education. (Without under-
standing the historical, social, and political under-
pinnings of how disenfranchised groups have
been systematically excluded from receiving a fair
and equitable education, there will continue to be
a shallow approach to understanding diversity
■ encourage higher education institutions to use
responsible recruitment strategies to increase the
number of faculty of color in colleges and univer-
sities, particularly in colleges of education.
■ provide a supportive environment at institutions
of higher learning for culturally and linguistically
diverse students and faculty.

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